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Time Capsule
This records my personal memories, thoughts, and other miscellany.
About Me
- Name: Gerald McD
- Location: Colorado, United States
My wife Sue and I are retired and have lived in the same house for over 30 years. Our local family consists of son Mason, daughter Katrina, son-in-law Dan, granddaughter Natalia, and grandson Joel, all living in the same metropolitan area where we live.
Monday, January 05, 2009
Friday, January 26, 2007
My Movie Collection - January 2007
[This is an update about my movie collection.]
As of January 2007, my movie collection consists of approximately 465 films. Most of these movies were recorded by me on VHS tapes from television (almost exclusively from the Turner Classic Movie channel) and then copied to DVDs. A significant percentage of them are purchased releases, some on VHS, but most on DVD. I expect my collection to eventually contain movies only on DVD, or whatever new movie medium becomes popular in the future.
I have collected movies from three points of view: movies I have seen in the past and enjoyed; movies I have not seen, but expect to enjoy; and movies I have not seen, but have some curiosity about, some of which I expect to watch only once.
The collection includes movies from most of the movie genres, except foreign films and horror movies, types I do not care to watch. Although I am a fan of science fiction books, there are few science fiction movies in my collection. In my opinion, the large majority of such movies are not worth watching, with a few notable exceptions. A few children's movies are in the collection, but were acquired primarily for the benefit of my grandchildren. Only a couple of fantasy movies are included. A small percentage of the movies are dramas and mysteries, because I prefer comedies, musicals, adventures, action, and some romance and romantic comedies. I like some westerns, and there is a fairly good number of movies of this type. There are only a couple of biographies included.
The movies in the collection were released over the past 75 years. Only one year is not represented in the collection – 2004. I have no idea why that year is not included, and perhaps a movie of that vintage will be added later. A small number of movies from the 1930's are present, with more from the 1940's and 1950's, and a larger number from the 1960's. The 1970's are not as numerous, while the 1980's and 1990's form a significant part of the collection. Only a few movies in the collection were released between 2000 and 2006. It appears that most of my favorite films came out in the 1960's, 1980's, and 1990's, followed by the 1940's, 1950's, and 1970's.
The oldest film in the collection was released in 1931 – Trader Horn, an adventure movie starring Harry Carey, Duncan Renaldo (who later played The Cisco Kid in the television series of that name in the mid-1950's), and Edwina Booth. The latest release was in 2006 – Pirates of the Caribbean: Dead Man's Chest, an action movie starring Johnny Depp, Orlando Bloom, and Keira Knightley.
At one time or another, I have seen most of the 465 movies, but a significant number remain un-viewed by me at this time. I look forward to seeing all of them. A few of the ones I recorded from TV are not of high quality for viewing, for one reason or another. Of those, I expect to gradually replace the ones I really enjoy with purchased DVD versions. I have recently replaced the entire series of James Bond movies, which I previously had purchased on VHS. The newest release of these movies on DVD includes extra DVDs of special features about the background and making of each movie, which I enjoy almost as much as the movies themselves. I also have the 12-DVD collection of the three movies in the Lord of the Rings series, with spectacular extra features. The original three movies in the Star Wars series and all of the Pink Panther series are other favorite sets in the collection. I have made good progress in collecting movies starring several of my favorite actors, including Clint Eastwood, Cary Grant, John Wayne, Doris Day, and Sean Connery. I have most of the Fred Astaire and Ginger Rogers movies, most of the Bing Crosby and Bob Hope "road" comedies; and most of the Abbott and Costello farces. Perhaps my favorite all-time movie is It's a Mad Mad Mad Mad World, which includes in the cast many of the greatest comedy actors ever.
I have recently decided to suspend copying movies from TV for a while, until I have watched more of those I have not yet seen, although I may continue to purchase movies, especially to replace some of my favorites that currently are not of good quality in the collection.
I enjoy movies for the sake of entertainment. I prefer light, sometimes frivolous films, especially with comedy included. I am not so entertained by heavy, dramatic, and depressing movies. Only a few real "classic" movies appeal to me, such as some of Humphrey Bogart's movies and a few movies directed by Alfred Hitchcock. Of the movies I really like, I can enjoy watching them repeatedly, almost to the point of memorizing the dialog. Some prime examples include Hatari!; the original Ocean's Eleven; and White Christmas. I would not be considered a movie aficionado and certainly not an expert on movies, but I get great pleasure from watching the ones that I find entertaining. I do not attempt to critique them or find deep meanings in them; I simply want to enjoy a couple of hours of light entertainment when I watch a movie.
I expect my collection will continue to change over the years. I will eliminate many that no longer appeal to me or that I do not enjoy when I see them for the first time. I will add movies that are not in the collection at this time, and I will replace some of those I have recorded with purchased releases. But, for the most part, the collection at this time is quite representative of all the movies I really enjoy watching.
{January 26, 2007}
Sunday, September 17, 2006
Estes Park - September 2006
Sue and I, with her sister and brother-in-law from Oklahoma, enjoyed a nice retreat in Estes Park CO last week. We spent three nights in a neat cabin at our favorite place, Castle Mountain Lodge. We've been doing this at least once a year for many years, sometimes all four of us, and other times just the two of us. Fall River flows close by our cabin, low at this time of year, but still refreshing and beautiful. Willows grow along the bank, and we can walk along the river for a considerable distance, seeing only ducks in the stream and the tracks and sign of other wildlife, such as deer and elk, along the edge. We have even observed a black bear foraging around our cabin, on previous trips here.
One of our favorite things to do during these visits is to watch and listen to the elk in Rocky Mountain National Park, only a couple of miles from our cabin. The only distraction to us is the amount of traffic caused by so many other people also there for the same reasons. Cameras and binoculars abound, and the vehicle license plates announce folks from many other states, but especially Nebraska, Kansas, Oklahoma, and Texas, although some are from as far away as both east and west coasts, with an occasional one from Canada.
Sometimes, we use our binoculars to observe the elk herds, and sometimes they are within a few feet of our car. It can be a little dangerous to get too close to elk at this time of year. It is the rutting season, and we see bulls mating with cows often, when they are not too busy keeping their harems together and chasing off other bulls. When two bulls clash antlers, to determine who will control the herd, the sound can be heard from quite a distance.
The elk bugle sound is somewhat surprising, the first time you hear it. In the dark, it is a very eerie sound, especially when it echoes in the valleys, and you can't be certain what direction it originally came from. When you can watch the bulls bugling, you expect to hear a deep, roaring sound from those massive beasts, but what you hear is a loud, high-pitched squeaking noise. Still, it is impressive.
We also search for sightings of Rocky Mountain Bighorn Sheep, but we have seldom seen them. On this trip, we did get to enjoy and photograph a dozen bighorn sheep grazing by the side of the highway through Big Thompson Canyon. That somewhat rare scene is a traffic-stopper, as all the tourists grab their cameras, and even some of the locals enjoy the sight.
Sue and I enjoy driving the old Fall River Road to the top of Milner Pass, in the park. This is a narrow, one-way dirt road that the National Park Service does not attempt to keep open in the winter. The paved two-way highway over the pass is kept open as long as possible, but is eventually closed by snow each winter. Along the Fall River Road drive, we stop at Chasm Falls, a most photogenic location, with just enough roadside parking to accommodate the folks who want to see it.
The road winds through some fabulous scenery, beautiful forests, occasional snow banks (from last winter), and finally meanders above timberline before reaching the top of the pass. At the visitor center and gift shop at the top, we always use our binoculars to observe one or more elk herds in the valley far below us. This trip, we also enjoyed watching a Golden Eagle soar below us, hunting squirrels and rodents in the valley and along the mountainside. It is always a rewarding viewpoint.
The aspen trees were changing colors while we were there, and we are always delighted by the brilliant yellow, gold, orange, light green, and even red leaves of the aspen. They stand out like flames or spotlights in the dark green of the pine and spruce forest. We never tire of observing and photographing these beautiful scenes. I took only a few digital photos this time, but Sue took up four rolls of 35mm film. She normally uses her good point-and-click camera, but has recently taken an interest in my old Minolta SLR, so she made good use of the zoom telephoto and wide-angle lenses on this trip. We are looking forward to seeing the results in a couple of days. Here are some digital photos I took:
Several years ago, while just enjoying a scenic drive in the national forest north and east of Estes Park, we found a great picnic area called Fish Creek. It is in an excellent setting and is well-maintained by the Forest Service. We have had at least three picnics there, and I especially enjoy the drive through the forest on the Forest Service dirt road to get there from Masonville CO. In fact, the drive is mostly a circle, since we arrive at the picnic area from the south and leave to the north, then drive east along the Cache la Poudre River and return south to Masonville, and from there back to Estes Park. Here we are at Fish Creek:
The elk bugle sound is somewhat surprising, the first time you hear it. In the dark, it is a very eerie sound, especially when it echoes in the valleys, and you can't be certain what direction it originally came from. When you can watch the bulls bugling, you expect to hear a deep, roaring sound from those massive beasts, but what you hear is a loud, high-pitched squeaking noise. Still, it is impressive.
We also search for sightings of Rocky Mountain Bighorn Sheep, but we have seldom seen them. On this trip, we did get to enjoy and photograph a dozen bighorn sheep grazing by the side of the highway through Big Thompson Canyon. That somewhat rare scene is a traffic-stopper, as all the tourists grab their cameras, and even some of the locals enjoy the sight.
Sue and I enjoy driving the old Fall River Road to the top of Milner Pass, in the park. This is a narrow, one-way dirt road that the National Park Service does not attempt to keep open in the winter. The paved two-way highway over the pass is kept open as long as possible, but is eventually closed by snow each winter. Along the Fall River Road drive, we stop at Chasm Falls, a most photogenic location, with just enough roadside parking to accommodate the folks who want to see it.
The road winds through some fabulous scenery, beautiful forests, occasional snow banks (from last winter), and finally meanders above timberline before reaching the top of the pass. At the visitor center and gift shop at the top, we always use our binoculars to observe one or more elk herds in the valley far below us. This trip, we also enjoyed watching a Golden Eagle soar below us, hunting squirrels and rodents in the valley and along the mountainside. It is always a rewarding viewpoint.
The aspen trees were changing colors while we were there, and we are always delighted by the brilliant yellow, gold, orange, light green, and even red leaves of the aspen. They stand out like flames or spotlights in the dark green of the pine and spruce forest. We never tire of observing and photographing these beautiful scenes. I took only a few digital photos this time, but Sue took up four rolls of 35mm film. She normally uses her good point-and-click camera, but has recently taken an interest in my old Minolta SLR, so she made good use of the zoom telephoto and wide-angle lenses on this trip. We are looking forward to seeing the results in a couple of days. Here are some digital photos I took:
Several years ago, while just enjoying a scenic drive in the national forest north and east of Estes Park, we found a great picnic area called Fish Creek. It is in an excellent setting and is well-maintained by the Forest Service. We have had at least three picnics there, and I especially enjoy the drive through the forest on the Forest Service dirt road to get there from Masonville CO. In fact, the drive is mostly a circle, since we arrive at the picnic area from the south and leave to the north, then drive east along the Cache la Poudre River and return south to Masonville, and from there back to Estes Park. Here we are at Fish Creek:
I really enjoy relaxing in the Adirondack chairs in front of our cabin, feeding peanuts to the squirrels, Stellar Jays, and sometimes a crow or a magpie. On previous trips, we've watched Clark's Nutcrackers, but saw none of them this time. I feed the animals, read a book, and just relax in the great setting, sometimes even napping inside for a short while. These trips are definitely "retreats" for us.
Sue and I also enjoy doing some shopping in Estes Park, along with the many other tourists. We sometimes find great end-of-season sales on shirts, jackets, coats, gloves, and other clothing, and we always make a point of selecting some excellent fudge and other sweets from Laura's Fine Candies store – "Spoiling Dinner Since 1970" is their slogan. Occasionally, I enjoy some saltwater taffy made at another store down the street. We usually have some Christmas gift ideas with us, and often find several gifts to put back for the holiday.
Sometimes, as was the case this time, I get some inspiration from the trip. On this trip, I had the urge to write down some passing thoughts one evening, and I've already posted them on my Word Sketches blog.
Obviously, it was another great trip for us, and we look forward to being there again next spring, and probably next fall, too.
Wednesday, September 06, 2006
Nineteenth Century History
I'm a bit of a history buff – not a real historian, no original research, no intense study, no surprising insights – I just like reading about history. I also enjoy military history as a specific category, but this article is about general history.
I have two favorite historical periods – the entire 19th century and the decade of the 1950's. My interest in the 1950's is easy to understand, since I was in my formative years (ages 6-16) during that decade. My enjoyment of the 19th century is a little more complex.
I find the 1800's fascinating for many reasons. It was a century full of exploration, settlement, technological development, inventions, scientific discoveries, amazing leaps in transportation and communications, the initiation of our modern major team sports, progress in medicine and health issues, improvements in basic human rights, the creation of some excellent literature and music, the beginning of the availability of leisure activities and luxuries for people below the upper crust of society, and the establishment of product brands and businesses that were popular throughout the 20th century (and many still are today). It was 100 years of fantastic civilization and cultural growth.
Many years ago, I acquired the Microsoft Bookshelf CD with a PC purchase. This CD contains an amazing compendium of historical facts, from the earliest known history through 1996. As a history buff, I found this CD to be a most entertaining and informative source of historical data. I was so taken by it that I spent a great many hours cutting, pasting, and re-formatting much of it into a document I call my Timeline. In fact, I have read every entry on that CD, from beginning to end. I selected items I thought were the most interesting and characteristic of each year from 800 through 1996. I divided the material into convenient-sized documents. I started with the year 800 because my wife has some family genealogy information going back to that century (mine goes only to the 1500's at this time). I interspersed the historical data with important family dates (births, marriages, deaths, relocations, etc.) for my family and for my wife's family (two separate versions). This combination of information adds some flavor to our family history by placing family events into perspective. It is interesting to read about the status of civilization and the world in relation to when a far-back ancestor was born and lived. I also have a "clean copy" of the timeline, with no family dates in it.
I recently began reorganizing the clean timeline data into twenty-four categories of subject matter (e.g., Agriculture, Mining, Science, Education, World Affairs, Armed Conflicts). I then "copied-and-pasted" the historical facts from each year of the timeline into the appropriate categories. My final combined Nineteenth Century document was over 130 pages of 10 pt. font, single spaced, with narrow margins. I separated this data into twenty-four separate documents, one for each category, and within each category, the historical data appears in date order. This will allow me to study the development of one subject area at a time (such as medicine and health) throughout the century. I just finished the creation of the documents today, and I'm looking forward to beginning my own private study of the 19th century.
I plan to take the same approach and create a document showing what happened in the world during the 1950's. This will have special meaning to me, since I can recall much of that decade from personal memory.
I may decide to add our family dates back into these documents someday, to make our family history even more interesting. In the case of the 1950's document, I can integrate my own personal written history, year by year.
For my mother's and my wife's mother's 95th birthdays, we used some of the most interesting facts from the timeline to add to documents we created for their celebrations. We may find other practical uses for this information in the future.
This entire process has taken about eight years of sporadic effort, generally in short intense bursts of work, separated by long stretches of down time. I expect to get many years of enjoyment from the results.
Tuesday, August 22, 2006
Top Movies in Our Collection
I've been recording movies from TV to VHS tapes for several decades. At the peak of our collection, we had about 800 movies total, including those we had purchased on VHS tapes and DVDs. In the past year, we've reduced that number to about 375 (I say "about" because a few of them are on both tapes and discs, purchased at different times). Except for some movies on tapes that were purchased before 2005, all of these movies are now on DVDs. I spent many months copying our recorded-from-TV movies from tapes to discs.
I use a neat software package called Movie Library (which I purchased several years ago) to catalog our movies. The software company continues to upgrade the package, at no additional expense to owners – an excellent service. One of the best features of the package is its capability to search online movie databases, such as the Internet Movie Database (IMDB), and download all the movie details to my database at the click of the mouse. I have spent many hours with this package, updating our collection database.
I just completed the task of adding a personal rating (scale of 1-10, or a zero for no rating) for all our movies. There are a number that I have not yet watched and a good list of those I've not seen in quite some time, and most of these have no rating (0) at this time. Of those I remember reasonably well, I rated them in the database, with none rated below 4. If I don't like a movie that much, I won't have it in the collection. I do have two movies rated at 4 and probably will dispose of them soon. But this blog article is about the top-rated movies we have.
I have rated forty-five of our movies at level 10, more than 10% of the collection. These are movies I watch repeatedly. I watch almost all of them at least once a year and many of them multiple times each year, so I believe these would be classified as my favorite movies at this time. Granted, there may be a few "10's" that we do not own at this time, but this list is a good indicator of the movies I most enjoy. Alphabetically, here are the movies we currently own that I've rated a 10.
The Bridges of Madison County – 1995
Bull Durham – 1988
Charade – 1963
The Cheap Detective – 1978
Christmas Vacation – 1989
Close Encounters of the Third Kind – 1977
A Fish Called Wanda – 1988
Fun With Dick and Jane – 1977 (not the recent remake)
The Goodbye Girl – 1977
Hatari! – 1962
Hopscotch – 1980
How the West Was Won – 1962
The Hunt for Red October – 1990
Indiana Jones and the Last Crusade – 1989
It's a Mad Mad Mad Mad World – 1963 (my all-time favorite movie)
Kelly's Heroes – 1970
The Living Daylights – 1987
The Lord of the Rings (all three) – 2001, 2002, 2003
Maverick – 1994
Murder by Death – 1976
Murphy's Romance – 1985
The Music Man – 1962
North by Northwest – 1959
Operation Petticoat – 1959
Patton – 1970
The Pink Panther – 1963
Pirates of the Caribbean: The Curse of the Black Pearl – 2003
The Quiet Man – 1952
Raiders of the Lost Ark – 1981
Romancing the Stone – 1984
South Pacific – 1958
The Spy Who Loved Me – 1977
Star Wars Episode IV – A New Hope – 1977
A Steven Wright Special – 1985 (a TV comedy special, not a movie)
The Sting – 1973
The Thomas Crown Affair – 1999 (the second version of this movie)
Tootsie – 1982
Two Mules for Sister Sara – 1970
Under the Rainbow – 1981
Vacation – 1983
Victor/Victoria – 1982
Where Eagles Dare – 1968
White Christmas – 1954
I have rated some great movies at 9 and many excellent ones at 8, but this is the list of movies that I constantly turn to for an entertaining afternoon or evening. I was surprised to see how many of these were fairly recent movies, because I generally believe I prefer movies made in the 30's, 40's, 50's, and 60's, but it appears that I have many top favorites that have been released since 1969. Collecting and watching movies is a major hobby of mine, and I am thoroughly enjoying it these days.
Saturday, August 12, 2006
Home Repairs and Decorating
This has been an extremely busy summer for Sue and me. In fact, it's been a busy year. This has been the year of major home repairs and decorating. Our house was built about 40 years ago. One person owned it for a few months, before selling to the second owner. That owner lived in it about 10 years, before we purchased it. So, we have done most of the maintenance work on it over the past 30 years. When we began planning our retirements, in the late 1990's, we decided that we did not want to move from our home, and therefore made plans for fixing it up to live the rest of our lives here. Since making those plans, we have replaced the windows and patio and storm doors, added painted steel siding to cover all exposed wood (our home is primarily brick), replaced the wooden garage door with an insulated and painted steel door, and had the three bathrooms and the kitchen remodeled (which required some major electrical work to come up to current city building codes).
In February of this year, we had an electrician check all our electrical outlets, switches, and light fixtures. Unfortunately, our house was constructed in the mid-60's, when there was a shortage of copper, and houses were sometimes wired with aluminum wiring to save money. Of course, the aluminum wiring is connected to copper or brass connections on switches, outlets, and lights. Because aluminum and copper or brass do not expand and contract at the same rate, with temperature changes, the connections gradually loosen. This can cause tiny gaps to occur, which leads to heating, oxidation, and sparking, and this can lead to house fires, all behind walls or electrical plates, unseen. The solution is to "pig-tail" a short copper wire between the aluminum wire and the connection point, using mineral oil-filled wire nuts (very expensive) on the aluminum/copper wire joints. These nuts prevent the oxidation and sparking, if I understand it correctly. All of our switches, outlets, and light fixtures should now be as safe as we can make them, short of totally re-wiring the house.
After the electrical work was completed (which didn't take long, but was expensive), we began planning some major work around here. Our concrete garage floor and driveway have been in poor condition since we bought the house. Worse than that, however, is the fact that our family room, at the head of the garage, is built on a concrete slab, not on the house foundation, and the slab has been tilting in one corner (at the door from the family room to the garage) since before we bought the house. We had hoped that the movement would end on its own, but it did not. At one point, many years ago, we had to have the concrete covered with a repair mixture to level it, finding a slope of three or four inches from one corner to another in that room. Because of the movement, our door has never fit properly and moves with changing seasonal conditions (hot and dry, cool and wet), so that we have had to continually adjust the door, frame, and strike plates. Also, because of the type of soil under our neighborhood (Bentonite clay), our driveway and garage floor have buckled quite a bit over the years, and we've had to shim the garage door to try to make it close tightly, several times. In the past couple of years, we have begun to see some ceiling cracks in several rooms, which we attributed to the shifting slab. We really wanted to solve all these problems, so we began contacting contractors who might be able to help.
The engineering company we contracted with proposed to install four helical piers below the sinking edge of the family room slab, with brackets fastened to the slab. The piers are drilled down until the torque indicates that they are in a very solid base, with a reasonable expectation that they will never sink further. In our case, the depth was only fifteen feet. One of our neighbors had to go down about thirty-five feet, and the engineering company assumes an average in this area of twenty-five feet.
We contracted with a concrete company to tear out the garage floor and the driveway. That was accomplished in one day. The next day, the engineering company installed the piers, and the garage floor and driveway were replaced during the following two days by the concrete company. Fortunately, the contractors worked well together, and all the work was done on schedule. Of course, we had to remove almost everything from our garage for a week, as well as park our cars outside our property for almost two weeks (to allow the concrete to cure). We were lucky to have good neighbors across the street who have an over-sized driveway and who offered (insisted, actually) that we park our cars on their driveway during that time. In fact, we were the third house in a row to do that, while driveways were being replace over the past couple of years. We were very pleased with the quality of work by both the engineering and concrete companies.
When the engineering company looked at our ceiling cracks, they told us that they did not believe those cracks were connected with the shifting concrete slab, which left us with an unsolved problem. We scheduled a drywall finisher to repair all the cracks – the ones in the family room which were caused by the slab problem, as well as the others. The crack in the living room was becoming so prominent that the drywaller hesitated to repair it, until the cause could be determined and fixed. Otherwise, it most likely would recur and cause continuing problems. He brought in a general house repair fellow who studied the situation for a short while. He discovered that the living room crack, as well as the one in the dining room and the master bedroom were caused by shifting ceiling joists. The joists are made of 2x4's, butted together in the middle of the house, exactly where the cracks were appearing. The joints of the joists had slipped over time and were causing the cracks. He repaired the joists, and the drywaller repaired the cracks and textured walls and ceilings.
Next, we had a paint crew come in and paint all the main floor rooms (except the kitchen, which still looks nice from the remodel work). After the painting was done, we purchased new carpet (all but kitchen and two bathrooms), and that got laid this week. Next week, we have a drapery person coming to measure and order custom drapes for the living room and dining room. We also have the house repair fellow coming back next week to replace a threshold, in the doorway from the family room to the garage, which has been a bit of a problem for a long time.
Our house has been in a mess of one kind or another for the past two months. Sue and I moved almost all the furniture, contents of closets, dressers, and chests, and everything hanging on the walls to the basement, which has been unbelievably crowded for those two months. We also had to clean out the attic, including taking up the nailed-down plywood flooring we had installed for storage space, so the ceiling joists could be repaired. While that was out, we installed additional insulation there, and then replaced the flooring and all the attic contents (except what we disposed of). That was a major job! It was also done during some of our hottest weather this summer, unfortunately. Now, we are in the process of moving everything back from the basement and re-constructing all the main floor rooms. Fortunately, we can do this work in a much more leisurely fashion than the way we moved it out to prepare for the workers. I'm really getting too old to do this manual labor!
The good news is that we are very pleased with all the contractors and the quality of their work. Our door from the family room to the garage actually works as it should, for the first time since we bought the house, and the garage door closes tightly, finally. We plan to live in this house for the next 30 years or so, and we hope to never again do so much work on it in such a short time span. It will be nice to be able to relax and enjoy it, after all the work we have done.
Thursday, July 06, 2006
High School Class Reunion - Results
We attended our 45th high school class reunion in late May. A classmate who lives in our hometown always makes the arrangements for our reunions, every five years. He does an excellent job, and we really appreciate it and support him.
Prior to the reunion, Sue and I created a number of things we thought would add to the event. In fact, we did a lot of work and spent quite a bit of money on it. The first thing we did was to create an up-to-date directory of our classmates, which took a couple of months of work. We had the final directory printed at Kinko's, and it looked nice. There were two people for whom we could not obtain an address, and one person who didn't want her address included, for personal reasons. We scanned each person's photo from the school yearbook and printed it with the address and telephone number information.
Sue created two very nice scrapbooks, one of things relating to our senior year, and one of general 1950's and early 1960's nostalgia. She also made a really neat shadowbox containing our class rings and several other school items we had saved. I made labels for small Kit-Kat candy bars, with images relating to our school and class, and wrapped 120 of them for the reunion. I also created seven CD's of musical memories from the 50's and 60's, including some movie and TV show theme songs. I also made peel-and-stick "name tags" with each person's senior photo on them (no names needed). Sue displayed her school letter jacket (basketball) on a hanger at the reunion, along with the other items, and I played the music on the sound system. We think those things added to the fun.
The person who arranges the reunion is an excellent photographer and had recently purchased a very nice digital SLR camera, which he uses for wedding photos and other purposes. Sue is also an excellent photographer, but prefers a simple point-and-shoot camera. They both took a number of photos, including individual ones of each classmate who attended. After the reunion, the classmate photographer suggested it would be nice to have the photos put on a disc, with a musical background, for a slide show, but he didn't have the experience or software to do it. I volunteered to give it a try. He copied all his digital photos of the event to a CD and sent it home with us.
There were 47 class members when we graduated, and 5 have died (the latest death occurred within a couple of weeks following the reunion). Twenty-two members attended the reunion, which was a good turnout. The class directory got several people communicating in advance, especially through email, and sparked some interest in attending the event. The dinner was held at a most impressive location, at a very reasonable cost. The food was excellent, and it appeared that everyone had a great time.
One class member operates two disc jockey schools in Oklahoma and Texas, and he volunteered to copy the 7-disc music set for anyone who wants it. Another classmate volunteered to copy the slide show I had volunteered to create. When we returned home, we immediately had some major work done on our house, but I finally got busy on the slide show. Having never done one, I had a lot to learn. I decided that a five-minute show of photos, with music background and titles, was a little short. So, we added scans of pages from the scrapbooks, and I added some old TV commercials I had purchased on a CD many years ago. The final program was 995MB in size, running 31 minutes, with titles and music, on a DVD. I eventually completed it and have just mailed it to the fellow who will make copies for others. I hope it works for everyone; it should run on any DVD player. I am now sending a letter or email to everyone who attended, telling them of the availability of the DVD and the music CD's. That wraps up our responsibilities for the reunion.
We had a great time and are looking forward to our 50th.


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Inherently Funny
The all-too-regular practice of fugly men wearing shirts and nothing else at Burning Man. See also Clothes, Nudity.
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Discover the beauty and grace coral adds to your underwater landscapes, without harming our ocean reef systems. This stunning replica is faithful to the brilliant colors and elaborate details of real coral and completely safe for your fresh or saltwater aquarium. Coral replicas add depth, dimension and interest while providing habitat enhancement for your fish. Aquarium ornaments also help reduce stress and boredom for your fishy friend by providing places to swim in, around and through as well as places to hide for some quiet time. Offered in assorted colors. Please allow us to select for you.
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Posts: 1,906
Karma: 15348
Join Date: Jun 2007
Device: mine
Sourcing eReader Devices ...plus contrast ratio numbers
I happened to run across an interesting looking reader in that I had not seen this one before. The search led me to good old Alibaba with a list of many sources for readers:
http://blog.china.alibaba.com/blog/z...-i3149394.html Of course the comparison matrix looks like the comparison matrix here or the one here looks like the one there...either way it at least is an good indication of the features/functions of the readers. One reader does indeed provide contrast ration numbers. Apparent the older version of the display was a 9:1 ration and the new (vizplex???) is all of 12:1 (about the level of newsprint). For reference most LCD laptop displays are at least 500:1 these days. further reference numbers are Plasma and LCD TV's are typically around 1000:1 with the higher the ratio the more contrast the display has. Luminance (measure of brightness) for laptop displays begin around 200-nits and go up to lawd only knows where. Generally the higher this number the better viewing in brightly lit areas. Still no matter how high this number, in direct sunlight the sun will win as nothing we have can outshine the sun...who knew? But this is where the transreflective displays improve outdoor readability by using the sun itself to light display. I bring this up because I have had a difficult time finding anywhere that lists the eink contrast ratio numbers. Obviously we, in general, do not need them too great because even a printed books should be no more than about 50:1 and I suspect most typical paperbacks are around 15:1-20:1 (might be a tad lower though.) Newspapers are around 10:1. Those numbers put even the lower contrast ratio eink panels at about newsprint level. This paper does a great job of putting all these numbers and their relative meanings into a language "the rest of us" can understand by eliminating the more engineering/physics level details. The title of the paper is "What is e-paper?" I found it extremely good and learn a lot about several facts of eink displays. http://www.doc.ic.ac.uk/~frk/frank/d...0e%20paper.pdf Here is another link with contrast info details showing an 8:1: http://gizmodo.com/gadgets/e_ink/sei...der-323502.php I think for many of use, like myself I need something over 15:1 with DEEP blacks not sort of washed out blacks. Others can manage just fine at lower ratios of newspapers. Overall even the Sony 505 which uses the newest production Vizplex display would seem to be about 12:1 ratio but from my direct observation and use the display looks sort of "washed out" and a tad fuzzy. I am not sure if it is a matter of the DPI or that the contrast ratio is decreased with the protective and anti-reflective protector/treatment the device gets. The display, naked, would have a better view-ability until the protective layer is added. Anyone who has a PDA/PocketPC can tell you when you add one of those anti-reflective (often called anti-glare) screen protectors, the display loses some sharpness and seems to dim ever so slightly. Anyway, I was just figuring the more details we have the easier it will be to evaluate these displays before plopping down $300-$700+ for one. TO me the display is the primary matter followed closely by formats read. Navigation is important but I can get used to all but the worst software out there. After that it's a matter of what features the device has to make reading an easier thing...you know like a dictionary, some form of wireless access to be able to research interesting facts or persons and even technology in a book simply by highlighting the text then using the correct search tool for the info we need. Anyway, have fun this was an interesting way to spend the AM waiting for my joints to finally re-join my body in a team effort to move. EDIT: Something I left out was the implication that even if a particular eink panel might have say a 12:1 contrast ration, by the time the protective layers are in place over the panel the resulting ration cna be significantly lower, say around 8:1-9:1 which is almost too low to read for any lenght of time and actually see the words easily. Last edited by brecklundin; 05-25-2008 at 12:41 PM. |
Grand Sorcerer
Posts: 19,682
Karma: 11755555
Join Date: Jan 2007
Location: Tampa, FL USA
Device: Kindle Touch
This looks like it might be a Hanlin device.
BOb |
Posts: 11,605
Karma: 926300
Join Date: Jan 2006
Location: Republic of Texas Embassy at Jackson, TN
Device: Nook STGR
Looks more like the Ectaco Jetbook to me.
Posts: 1,906
Karma: 15348
Join Date: Jun 2007
Device: mine
maybe it's a HanEctLinAco device? All I know is I wouldn't buy one. Still it's a nice place to look for what is being offered in the wholesale & Brand-X supply chain.
Posts: 3,443
Karma: 52235
Join Date: Sep 2006
Location: Belgium
Device: PRS-500/505/700, Kindle, Cybook Gen3, Words Gear
Yes it's the same hardware as Jetbook.
http://www.mobileread.com/forums/showthread.php?t=21913 |
Thread Tools | Search this Thread |
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Thread | Thread Starter | Forum | Replies | Last Post |
Does anyone know of an ebook sourcing search engine? | Krystian Galaj | General Discussions | 10 | 10-14-2010 10:04 AM |
Multiple ereader devices | lisajjb | General Discussions | 2 | 08-07-2010 12:17 AM |
which has better contrast ratio? | Masa.F | Which one should I buy? | 11 | 04-24-2010 03:08 AM |
Sony Reader - how to change its contrast ratio | Alexander Turcic | Sony Reader | 25 | 05-18-2007 03:25 PM |
Devices easy to scroll in ereader? | mml67 | Reading and Management | 4 | 09-14-2005 06:10 AM |


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The market for sporting memorabilia is one of the most diverse areas of the antiques market. This is not just because the range of sports covered - from boxing to bowls - but also due to the vast spread of objects - from fishing tackle to football trophies. Almost every pastime you can think of is represented in the memorabilia market and numerous sectors of the antiques industry have their own sporting sub-sector: silver, ceramics, paintings, works of art and books, to name but a few. The items that command the most attention are those that relate to either the early history of a particular sport, or an iconic player, special match or competition. Written by Alex Capon
Crump's cricket sale finds a safe pair of hands 01 October 2006 In conjunction with the Nottingham-based sporting memorabilia specialists Trevor Vennett-Smith, Dreweatt Neate sold the Keith Crump Collection of Cricket Memorabilia at Donnington Priory on September 26. Auction Reports
Dealer in the swing as he sells 7000 golf clubs to one buyer 06 April 2009 Edinburgh-based dealers Georgian Antiques have pulled off one of their more remarkable sales – 7000 hickory-shafted golf clubs to a Chinese businessman who found them when surfing the internet.
Stanley Matthews' boots bring epic £32,000 bid 08 March 2010 THE 1953 FA Cup Final will forever be known as the Matthews Final.It was while playing for Blackpool against Bolton Wanderers that the legendary winger Sir Stanley Matthews (1915-2000) gave his career-defining performance and won the only major honour of a long career.
Poohsticks becomes leading children's picture 19 December 2014 One of the best-loved of all of E.H. Shepard's illustrations to the famous A.A. Milne books has set a saleroom record after selling for £260,000. Auction Reports
Dreweatts appoint new chairman 19 August 2014 Dreweatts & Bloomsbury Auctions, the art and antiques subsidiary of The Stanley Gibbons Group, have appointed George Bailey as their new chairman effective from September 1. News
Stanley Matthews' FA Cup medal scores new record at £220,000 14 November 2014 Setting a record for a football medal at £220,000, Stanley Matthews's 1953 F.A. Cup Final winner's medal drew dramatic competition at Graham Budd's sale of sporting memorabilia earlier this week. Auction Reports
Your guide to the London sales 08 July 2014 Here is a calendar with direct links to major upcoming art and antiques sales in London. News
Saleroom throws open its (large) doors to a revamp 02 September 2014 Auctioneer Philip Allwood is pictured here looking pleased as punch to be standing in front of a big barn door because it marks the completion of Moore Allen & Innocent's new offices. News
Changes unveiled for 2015 Summer Olympia 18 June 2014 In 2015, the Olympia International Art & Antiques Fair will move its dates to the end of June, running from June 18-28 to coincide with Masterpiece fair and the major Impressionist and modern art auctions. Dealer News


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Ethics Committee, Mississippi House of Representatives
The Ethics Committee is a standing committee of the Mississippi House of Representatives. Per House Rule 63A, the committee is made up of eight members, one from each congressional district and one from each Mississippi Supreme Court district.[1]
Per Rule 60(4) of the House Rules, committees of the Mississippi House of Representatives are appointed by the Speaker of the House.[2] After the adoption of House Rules, committees are appointed according to legislators' preferences as well as seniority, abilities and geographic location.[3] Representatives are to submit a list of at least 10 committee preferences by 5 p.m. on the third calendar day of the legislative session following an election. A legislator who has served in the House less than four years in his or her lifetime is guaranteed two of his or her top seven preferences unless appointed to the Appropriations or Ways and Means Commitees; one who has served for four or more years in his or her lifetime is guaranteed three of his or her first seven choices unless appointed to the Appropriations or Ways and Means Committees.[2] Representatives are barred from serving on both the Appropriations and Ways and Means Committees, and may serve on at least four standing committees.[4] The first person appointed to a committee is to serve as the chair, with the second serving as vice chair. A representative appointed to serve as chair or vice chair of a committee is barred from serving in either position on another committee.[5] The Speaker and Speaker Pro Tempore serve on the Rules and Management Committees ex officio.[6]
See rules: House Rules
" | The committee shall receive complaints from any citizen against members, officers and employees of the House alleging improper or unethical conduct....
A majority of the committee may, on its own, initiate a preliminary investigation of any suspected violation of the Code of Ethics, other House Rule, written policy of the House adopted by the Management Committee, statute, or Constitution by a member, officer or employee of the House. In the event that the committee shall elect to proceed with a formal investigation of the conduct of any member, officer or employee of the House, the committee may, in its discretion, employ independent counsel who shall not be employed by the House for any other purpose or in any other capacity during such investigation. Such person shall be entitled to present evidence, cross-examine witnesses, face his accuser, and be represented by counsel. The chairman may continue any hearing for reasonable cause, and upon the vote of a majority of the committee or upon the request of any person subject to investigation, the chairman shall issue subpoenas for the attendance and testimony of witnesses and the production of documentary evidence relating to any matter under formal investigation by the committee.... The committee, whether or not at the request of a member, officer or employee concerned about an ethical problem relating to himself alone or in conjunction with others, may render advisory opinions with regard to questions pertaining to legislative ethics or decorum. Such advisory opinions, with such deletions and changes as shall be necessary to protect the identity of the person involved or seeking them, may be published and distributed to all the members of the House.... The committee may adopt rules of procedure for the orderly conduct of its affairs, investigations, hearings and meetings, which rules are not inconsistent with this rule. The committee shall continue to exist and have authority and power to function after the sine die adjournment of the Legislature, and shall so continue until the expiration of the then current term of office of the members of the committee.[7][8] |
" |
2015 legislative session
The following table describes committee membership at the beginning of the 2015 legislative session.
Ethics Members, 2015 | ||||
Democratic members (4) | Republican members (4) | |||
• Percy Watson, Chair | • Manly Barton, Vice-Chair | |||
• Angela Cockerham | • Carolyn Crawford | |||
• Gregory Holloway, Sr. | • Mac Huddleston | |||
• Sara Thomas | • Rita Martinson |
2014 legislative session
The following table describes committee membership at the beginning of the 2014 legislative session.
Ethics Members, 2014 | ||||
Democratic members (4) | Republican members (4) | |||
• Percy Watson, Chair | • Manly Barton, Vice-Chair | |||
• Angela Cockerham | • Carolyn Crawford | |||
• Gregory Holloway, Sr. | • Mac Huddleston | |||
• Sara Thomas | • Rita Martinson |
Democrats (4) |
Republicans (4)
- Alyce Clarke Chair
- Billy Nicholson Vice Chair
- Wanda Jennings
- Margaret Rogers
- Sara Thomas
- Rufus Straughter
- Percy Watson
- Joseph Compretta
External links
- ↑ Mississippi Legislature, "House Rules," accessed February 3, 2014 Rules 60(d), 63A
- ↑ 2.0 2.1 Mississippi Legislature, "House Rules," accessed January 17, 2014(Rule 60(4))
- ↑ Mississippi Legislature, "House Rules," accessed January 17, 2014(Rule 60(5))
- ↑ Mississippi Legislature, "House Rules," accessed January 17, 2014(Rule 60(2))
- ↑ Mississippi Legislature, "House Rules," accessed January 17, 2014(Rule 61)
- ↑ Mississippi Legislature, "House Rules," accessed January 17, 2014(Rules 10(5), 11 and 11A)
- ↑ Mississippi Legislature, "House Rules," accessed February 3, 2014 Rule 63A
- ↑ Note: This text is quoted verbatim from the original source. Any inconsistencies are attributed to the original source.
State of Mississippi Jackson (capital) | |
Ballot measures |
List of Mississippi ballot measures | Local measures | School bond issues | Ballot measure laws | Initiative laws | History of I&R | Campaign Finance Requirements | |
Government |
Mississippi State Constitution | House of Representatives | Senate | |
State executive officers |
Governor | Lieutenant Governor | Attorney General | Secretary of State | Treasurer | State Auditor | Superintendent of Education | Commissioner of Insurance | Commissioner of Agriculture and Commerce | Executive Director of Environmental Quality | Executive Director of Employment Security | Chairman of Public Service Commission | |
School boards |
Mississippi Department of Education | Mississippi school districts | |
Judiciary |
Mississippi Supreme Court | Court of Appeals | Chancery Courts | Circuit Courts | County Courts | Justice Courts | Judicial selection in Mississippi | |
Transparency Topics |
Public Records Act | Transparency Legislation | Transparency Advocates | Transparency blogs | State budget | Taxpayer-funded lobbying associations | |
Divisions |
State |
List of Counties |
List of Cities |
List of School Districts | |


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VINTAGE SIGN "HAWAII" HAWAIIAN CANOE - 24" X 16" HAWAIIAN SURF DECORPrice: $69.00
Sku: CDP28018
Here is a hand made vintage looking bamboo sign "HAWAII" HAWAIIAN CANOE, this wooden vintage Hawaiiana surf sign has been hand painted with great attention to details.
- Measurement: 24" X 16" (60 cm X 40cm). - Material: wood and bamboo - Style: vintage hand painted Great gift surf decor idea! Perfect for your home decoration or your outdoor living area! |


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prybol 5pts Rory,I remember reading the print edition review and you mentioning issues with Sirius/XM losing signal quite often. I have a 2011 XC60R and have similar issues. Dealer was not aware of reception complaints. Wondered if you ever got it answered/resolved.thanks
BoredwithanAbox 5pts @Durango perhaps it's been edited, but as of now the article says 3.0-liter I-6.


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The software is designed to catalog the electronic invoices, cataloging of tickets as receipts of purchase and other types of documents. In short order to keep all those documents that we receive or in paper form or electronically and that there would be convenient to keep organized in our computer.
With Docs you can catalog your files quickly and easily. You can create categories, add in them the events and add your files by dragging them into the program.
In periods (or events) is given the opportunity to enter the date, title and a brief description.
In documents instead just drag the mouse and your files will be automatically entered into the program.
- Scanner import
- Drag files in a document;
- Drag & Drop on table event to category;
- Make backups and restore;
- Change category to events;
- Quick Look display;
- Move the folder where the documents reside.
What's new
- compatibility update for Mac OS X Lion
Share with Others
- Last changed:
- Jul 18, 2011
- Category:
- Utilities
- Developer:
- Patrick's Software
- Version:
- 0.7.1
- Size:
- Current Version Average Rating:
- 2.50 (9)
- All Versions Average Rating:
- 3.00 (12)


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postcard scene of the... | [ Sizes: Orig | Small | Thumb ] | |||
postcard scene of the Heiligenblut church with Grossglockner summit (close-up, January 2004). If you look closely you can notice the summit cross! | Summits of Austria (Album) Mathias Zehring's Image Gallery Grossglockner (Mountain/Rock) Great 3000m mountains in the Alps (Album) Churches in the Mountains (Album) Image Data
Image ID: 80162 Hits: 10122 Lat/Lon: 47.03837°N / 12.84405°E Object Title: postcard scene of the... |


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Program ConnectionsThe different sections of this resource may address the following outcomes from the Alberta Social Studies Program of Studies: Front Matter:
Values and Attitudes
Pluralism: Diversity and Cohesion One of the goals of the social studies program is to foster understanding of the roles and contributions of linguistic, cultural and ethnic groups in Canada. Students will learn about themselves in relation to others. Social studies helps students to function as citizens in a society that values diversity and cohesion. A key component of effective social organizations, communities and institutions is recognition of diversity of experiences and perspectives. The program of studies emphasizes how diversity and differences are assets that enrich our lives. Students will have opportunities to value diversity, to recognize differences as positive attributes and to recognize the evolving nature of individual identities. Race, socio-economic conditions and gender are among various forms of identification that people live with and experience in a variety of ways. Social studies addresses diversity and social cohesion and provides processes that students can use to work out differences, drawing on the strengths of diversity. These processes include:
Diversity contributes to the development of a vibrant democratic society. Through the interactions of place and historical processes of change, diversity has been an important asset in the evolution of Canadian society. Some key manifestations of this diversity include:
Accommodation of diversity is essential for fostering social cohesion in a pluralistic society. Social cohesion is a process that requires the development of the relationships within and among communities. Social cohesion is manifested by respect for:
20-1 and 20-2 OutcomesGeneral Outcome 1: Students Will Explore The Relationships Among Identity, Nation & Nationalism.Key Issue: To what extent should we embrace nationalism?Related Issue 1: To what extent should nation be the foundation of identity? Specific Outcomes: Values and Attitudes
Students will: Specific Outcomes: Knowledge and Understanding
Students will: General Outcome 3: Students Will Assess Impacts Of The Pursuit Of Internationalism In Contemporary Global Affairs.Key Issue: To what extent should we embrace nationalism?Related Issue 3: To what extent should internationalism be pursued?Specific Outcomes: Values and AttitudesStudents will: 3.3 demonstrate a global consciousness with respect to the human condition and global affairs General Outcome 4: Students Will Assess Strategies For Negotiating The Complexities Of Nationalism Within The Canadian Context.Key Issue: To what extent should we embrace nationalism?Related Issue 4: To what extent should individuals and groups in Canada embrace a national identity?Specific Outcomes: Knowledge and Understanding
Students will: 30-1 and 30-2 OutcomesGeneral Outcome 1: Students Will Explore The Relationship Between Identity & Ideology.Key Issue: To what extent should we embrace an ideology?Related Issue 1: To what extent should ideology be the foundation of identity?Specific Outcomes: Knowledge and Understanding
Students will: |


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Updated classics and new techniques help microbiologists get up close and quantitative.
Updated classics and new techniques help microbiologists get up close and quantitative.
Whole-animal, light-based imaging of infected small mammals
A tour of the newest software and strategies for analyzing microbial and viral communities
New approaches to diagnosing bacterial infections may one day allow the identification of pathogens and their antibiotic susceptibility in a matter of hours or minutes.
Tools for tracking quorum-sensing signals in bacterial colonies
Solutions for partially automating your cell culture set-up
Pointers for keeping your cell cultures free of mycoplasma contamination
One, two, three, four . . . . Counting colonies and plaques can be tedious, but tools exist to streamline the process.
A survey of The Scientist readers reveals who buys cell-growth products from whom, and why.


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Print Page |
Golden Eagles suffer four-game sweep to Salt Lake CCThe USU Eastern Golden Eagles baseball team will be looking to rebound after being swept by Salt Lake Community College over the weekend. | |
CHS boys tennis team set to host Grand HighThe Carbon High boys tennis team will host their second home match of the season on Tuesday, April 3 against Grand High. The match is scheduled to start at 3 p.m. at the Price City Tennis Courts. ... | |
Southeastern Utah Fishing ReportABAJO MOUNTAINS: (March 29) Conservation Officer Dennis Shumway reports that Blanding #3 and #4 reservoirs have thawed and have open water. There are no anglers using either reservoir, though.... | |
Spanish Fork hands Carbon High two tough losses to start Region 12 seasonWith the high school baseball season now in full swing, the Carbon High Dinos will need to find their groove in a hurry as an 0-2 start in Region 12 play has them in an unfamiliar position looking up in the standings.... |
Print Page |


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I Gotta Feeling
Update Required
To play the media you will need to update yourFlash plugin.
Detailed Description
I Gotta Feeling by The Black Eyed Peas. Arranged by Mark A. Brymer. For Choral (ShowTrax CD). Pop Choral Series. CD only. Published by Hal Leonard (HL.8202552).
Available separately: SATB, 3-Part Mixed, 2-Part, Combo Parts, ShowTrax CD. Duration: ca. 2:45.


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Programs and Degrees
Summer in Suriname
Centers and Research
Recent News
School Home
View current course offerings at the Office of the Registrar
GEHS 6030 SURVEY OF ENVIRONMENTAL HEALTH (3) This course is designed as a survey course which introduces students to basic environmental health topics and it fulfills the school's core requirement. The course focuses on environmental factors impacting human health and the environment. Sources of these factors, methods of identification, recognition, evaluation and regulatory framework control are discussed. Factors might include health hazards associated with contaminated water, food and air, vectors of disease, exposure to toxic chemicals, environmental justice, regulations, and safety in the work place. See Course Learning Objectives
GEHS 6040 ENVIRONMENTAL HEALTH FOR DEVELOPING COUNTRIES (3) This course is intended for students interested in understanding international environmental health problems, especially in developing countries. Global environmental health topics with a focus on developing countries are discussed. Topics include rural water supply and treatment, human waste collection and disposal, food protection, insect and rodent control, solid waste collection and disposal, and pesticide use and abuse. Specific problems in represented countries will also be presented and discussed. Selected Field Trips will compliment material discussed in class. In the Field Portion: Upon the completion of the field visits, students will be able to relate what was discussed in class to what was observed in the field. See Course Learning Objectives
GEHS 6100 FUNDAMENTALS OF ENVIRONMENTAL CONTAMINANTS (3) The course is designed to identify, characterize and evaluate environmental contaminants as they relate to human health. Topics include biological, chemical and physical contaminants in air, food, soil and water. The behavior of these chemicals will be discussed. Integrating appropriate methods of their control will also be addressed. See Course Learning Objectives
GEHS 6110 GLOBAL CLIMATE CHANGE ISSUES IN PUBLIC HEALTH POLICY & GOVERNANCE (3) The objective of the course is to provide students with a thorough understanding of global climate change (GCC) phenomenon, the public health issues associated with GCC, and the role of policy and governance in tackling this problem. In line with this objective, the course examines the scientific, political and socio economic factors influencing public health policy development, adaptation, and compliance in response to the global climate change problem. The course also analyzes the current policy and governance intervention models, and sheds light on direction for the future. See Course Learning Objectives
GEHS 6200 APPLIED PUBLIC HEALTH PREPAREDNESS TRAINING (3) GEHS 6200 is an application course designed to build extensively on fundamentals within Homeland Security and Public Health Preparedness federal policy related to effective emergency preparedness and response to natural or man-made disasters. The primary focus of the course is actual field work in preparedness planning and operational response. Learning forums include lectures, subject matter expert guest panelists, and multiple field visits to the New Orleans City Emergency Operations Center (CEOC) where students will hone their skills through on-site table-top exercises over various threats. This course is meant to be an advanced course in the Disaster Management track geared towards field application of core competencies learned in previous coursework. See Course Learning Objectives
GEHS 6310 CANCER: CAUSES, TREATMENT, AND DISPARITIES (3) Prerequisites: Undergraduate: sophomore status with intro biology or greater. Graduate: SPHL 6010 This is an introductory course that covers basic aspects of biology, treatment, epidemiology, psychosocial factors, ethics, health disparities, cultural competence and population diversity issues within the framework of cancer. See Course Learning Objectives
GEHS 6400 ELEMENTS OF ENVIRONMENTAL HEALTH (3) This course is designed for students majoring in Global Environmental Health Sciences/Developing Countries. It covers topics in environmental practices in public health including: environmental pollution (its sources), public health significance and methods of control. Quality of food and food products, milk and dairy products, vector and rodent control, schools, housing and recreational waters are discussed in depth. See Course Learning Objectives
GEHS 6410 WATER AND SANITATION FIELD OPERATIONS (3) This course is designed for students who will be working in areas, especially in developing countries, where contaminated water and improper sanitation are the cause of serious health problems. In this course, fundamental concepts will be taken from the classroom to field installations. The course will emphasize the design and construction of water systems (wells, springs, rain collection systems) and building individual of human waste disposal systems. See Course Learning Objectives.
GEHS 6470 MANAGEMENT OF NATURAL RESOURCES (3) This course is designed to introduce students to the relevance of sustainable management of natural resources to public health. This is accomplished by identifying problems of natural resources use, examining a number of natural resources management policy tools and laws, and applying them to public health benefits. Ecosystem services and the management of air, water, wetland, agricultural land, forest, global climate change and ozone depletion are some of the topics covered. Students are given case-study based assignments to encourage their skill development in applied natural resources management for better public health protection. See Course Learning Objectives
GEHS 6500 TOXIC & HAZARDOUS WASTE MANAGEMENT (3) This course addresses the current/future trends and background in Toxic and Hazardous Waste Management. The lecture portion of this course covers the methods for identifying, testing and managing of medical, toxic, hazardous waste, municipal sludge, manures and other waste residuals. It includes topics such as Waste Minimization, Hazardous Waste Treatment, Residuals Management, RI/FS Studies, Emergency Response, Coastal Restoration Wetlands and pertinent guest lecturers. In addition, regulations concerning classification, transportation, treatment and abandon sites will be covered, and field trips to municipal recycling center, infectious waste incinerator, landfill operational site, wetlands restoration research center and hazardous waste treatment facility. This is an introductory course which is open to non majors. It is offered during the fall of each year. See Course Learning Objectives
GEHS 6510 WATER QUALITY MANAGEMENT (3) The course presents the basic concepts concerning policy, evaluation, and implementation of pertinent water quality management issues. Topics of focus include: water quality standards and criteria; principles of water quality management; regulatory considerations; limnological aspects; eutrophication; ecotoxicology; diffuse pollution and global aspects of sustainable water quality control strategies. See Course Learning Objectives
GEHS 6520 FUNDAMENTS OF ENVIRONMENTAL CHEMISTRY (3) Lectures cover the basic concepts of water chemistry including: concentrations, solubility, absorption, kinetics, gas law, phase relationships, and colloidal chemistry. The laboratory portion of the course includes wet chemistry for water quality analyses pertinent to environmental health sciences, such as coagulation, water softening, chlorination, biochemical oxygen demand, chemical oxygen demand, and nutrient analysis. The background provided is necessary preparation for course work in the following tracks: developing countries and resource management (water quality management, toxic and hazardous waste management and natural resource management. See Course Learning Objectives
GEHS 6540 OCCUPATIONAL HEALTH (3) This course will address the most important health disorders affecting people as a result of their work: respiratory diseases, musculoskeletal disorders such as those caused by overexertion or repeated exertion, cancer, hearing loss, skin disorders and occupational stress. Focusing on identifying and preventing work-related diseases, the course will commence with an introduction to scientific method, and the application of scientific method, particularly epidemiology, to the critical evaluation of the relationship between work exposures and the occurrence of disease. General principles of toxicology will also be studied. Major occupational disorders will be introduced as examples following the scientific method section. See Course Learning Objectives
GEHS 6550 ENVIRONMENTAL HEALTH MANAGEMENT (3) This course explains the fundamentals of environmental health and how they fit into the larger context of public health security. It highlights the elementary science of environmental exposure of humans to toxic chemicals and microbes, and in this way provides a context and basis for preventative policy and management responses to environmental health problems. The course discusses current environmental health issues, policy development processes, policy tools and environmental laws – their weaknesses and strengths. It also introduces students to environmental management systems and practices. Students are given case-study based assignments to encourage their skill development in applied environmental health management. See Course Learning Objectives
GEHS 6560: ENVIRONMENTAL MICROBIOLOGY (3) This course emphasizes the significance of microbes of public health significance in the environment. Their detection, initiation of disease host response, detection of disease, will also be discussed. Finally, the biology of the organism, their epidemiology and prevention, if disease is presented. Major groups of enteric bacteria, along with RNA and DNA virus are discussed. See Course Learning Objectives
GEHS 6590 AIR POLLUTION (3) This course covers the following topics: structure, composition, and physical characteristics of the atmosphere and its various layers; pollutant behavior in the atmosphere; global, regional, and community air pollutants; indoor air quality; effects of air pollutants on the atmosphere, vegetation, animals, and materials; human health effects of exposure to air pollutants; standards and regulations pertaining to air pollution; atmospheric dispersion modeling techniques; and control of particulate matter and gaseous air pollutants. See Course Learning Objectives
GEHS 6600 PRINCIPLES OF TOXICOLOGY (3) This course focuses on the fundamentals of toxicology and the mechanisms by which environmental and occupational chemical agents affect human health. The principles and mechanisms will be approached in three areas: 1) General principles: Route of exposure; dose response; absorption, distribution, storage, metabolism and excretion; 2) Effects on target organs: liver, kidney, blood, respiratory system and nervous system; and 3) Application of the principles of toxicology using: solvents, pesticides and metals. At the end of this course, the student will be able to apply the principles of toxicology for compounds found in the environment and workplace. See Course Learning Objectives
GEHS 6610 TOXICOLOGY OF ENVIRONMENTAL AGENTS (3) Prerequisite(s): ENHS 6600 The actions of toxicants are studied in detail. Mechanisms of toxicity and extension of this knowledge to general classes of toxicants is emphasized. Students are expected to use current toxicological literature in this course. See Course Learning Objectives
GEHS 6620 PHYSICAL AGENTS & ERGONOMIC HAZARDS IN THE WORKPLACE (3) Prerequisite(s): ENHS 6720 Problems associated with occupational exposure to temperature extremes, abnormal pressure, noise, mechanical vibration, non-ionizing radiation, and cumulative trauma/ergonomics are discussed in lecture sessions. The fundamental physics, health effects, and occurrence of these agents, along with methods for evaluating the extent of exposure and approaches to controlling them are discussed in lectures and appropriate measurement instrumentation is demonstrated. A laboratory session on noise measurement is included. Applicable exposure standards, regulations, and guidelines are covered in detail. See Course Learning Objectives
GEHS 6680 RISK COMMUNICATION (2) This course is designed to improve written and oral communication skills and to provide hands on experience in the art of two-way communication of environmental issues between scientists and managers, policy makers and the public. Discussion topics include: Principles of communication theory, message development and target audience identification, public perceptions of health risks, community perspective and listening to communities, communicating the news media and policy makers are covered. Written and oral presentation exercises include fact sheets, press releases, mock public meeting, policy briefing papers, presenting and debating environmental findings. Each student will develop, present and critique oral presentations and written materials. See Course Learning Objectives
GEHS 6720 PRINCIPLES OF INDUSTRIAL HYGIENE (3) This course provides the student with an introduction into the field of Industrial Hygiene. Topics covered include an overview and historical perspective of Industrial Hygiene, anatomy and physiology of the skin and lungs, occupational diseases and inhalation toxicology, chemical agents, biohazards, ergonomics, indoor air quality, ventilation systems, lab safety, personal protective equipment, Hazard Communication and other OSHA standards. Examples from case studies work experience will be discussed. The course also allows for discussion of topics of interest to the class. See Course Learning Objectives
GEHS 6760 ENVIRONMENTAL ETHICS (3) This course introduces students to the ethical issues in environmental resource management and the environmental health outcomes. It debates the various ethical theories on human relationship to environmental resources, and offers critical examinations of the ethical basis of a variety of environmental management policies and approaches. Utilizing a case study approach, it examines some practical ethical failures and successes in environmental stewardship. The course discusses the APHA code of ethics and explains the benefits of the code to environmental public health professionalism and practice. See Course Learning Objectives
GEHS 6910 ENVIRONMENTAL ASPECTS OF DISASTER RESPONSE (3) This course examines the fundamentals of the environmental health and consequence management infrastructure through the lens of a disaster situation. Environmental health challenges that arise during emergencies are explored and operational models unique to disasters are developed. See Course Learning Objectives
GEHS 6920 ENVIRONMENTAL MONITORING, SAMPLING AND ANALYSIS IN A DISASTER (3) This course is deigned to provide students with necessary knowledge and tools for sampling and monitoring of the environment following a disaster such as floods, hurricanes, earth quakes, explosions etc. During this course, students will also be exposed to field sampling and become familiar with laboratory instruments used for chemical, biological and physical sample analysis. See Course Learning Objectives
GEHS 6930 POPULATIONS ISSUES IN DISASTER MANAGEMENT: SHELTER, ACUTE CARE, IMMUNIZATION, FORENSICS (3) The United States is among other global communities that attempt to prepare its citizens for potential mass casualty events such as natural disasters, terrorism, or a pandemic flu outbreak. This course introduces disaster theory and overviews the United States' National Response Framework. Core population health issues that present during the management of disasters are examined. Developing preparedness at the local level is emphasized. Fundamental concepts of emergency management and leadership are discussed. See Course Learning Objectives
GEHS 6940 ENVIRONMENTAL ASPECTS OF DISASTER RECOVERY (3) This course addresses the process of disaster recovery as the most costly and complex phase of the disaster cycle. The content focuses on critical outcome standards guiding actions during the recovery phase of a disaster to achieve community preparedness. See Course Learning Objectives
GEHS 6950 PSYCHOSOCIAL ASPECTS OF DISASTERS (3) The course covers the theoretical development, history, and empirical studies of the psychosocial dynamics and sequelae of disasters. Characteristics and types of disasters, reactions and risk factors, as well as trends in disaster mental health are examined. Emphasis is placed on inclusion of psychosocial considerations in the planning, preparation, and very early intervention phases of a disaster. Vulnerable populations are of particular interest in highly interactive case-based learning through interdisciplinary team labs for application in situations such as natural disaster, environmental health crises, pandemic illness, or threats to national security. Baseline resilience planning is required of all students planning to work in disaster or emergency response fields. See Course Learning Objectives
GEHS 6960 PUBLIC HEALTH LAW (3) Population-based preventative health intervention is a major focus of public health. Public health law speaks to the legal aspects of delivering this intervention to the society. This course introduces students to the functions and outcomes of public health law from local to global, and provides a hands-on legal tool for public health protection and practice. It covers a variety of topics such as the public health powers of the federal, state and local governments; civil liberties in matters such as quarantine, isolation and mandated medical testing; access to healthcare; liability of healthcare workers; and international law on the duties and rights of countries to control the spread of infectious diseases. See Course Learning Objectives
GEHS 7000 DEPARTMENTAL SEMINAR (0, 1) Students will present seminars and receive instruction on literature searches, outlining, preparing and presenting a seminar. Members of the department and invited speakers meet weekly to discuss current research in environmental health sciences. Attendance at seminars by outside speakers is required of all students enrolled in ENHS degree programs. This course must be taken for credit the first semester in residence or study for the degree program. See Course Learning Objectives
GEHS 7020 WASTEWATER MANAGEMENT AND TREATMENT (3) Theory and application of wastewater treatment concepts is presented stressing holistic waste management. Focus is given to product life cycle analysis, pretreatment and biological treatment of industrial wastes. Wastewater characterization, pretreatment methods, treatment kinetics and unit operation are addressed as well as methods of toxicity reduction, nutrient removal and procedures for residuals management. See Course Learning Objectives
GEHS 7030 WATER TREATMENT AND SUPPLY (3) Prerequisite(s): ENHS 6520 The course is concerned with water quality criteria and standards, hydrologic and hydraulic aspects of water supply, theory and operation of water treatment processes, analysis and design of water treatment facilities, and fundamentals of industrial water treatment (boilers, cooling systems and corrosion inhibition and scale control). Unit operations including gas transfer, sedimentation, filtration, coagulation, adsorption, disinfection, ion exchange and desalinization are also addressed. See Course Learning Objectives
GEHS 7050 FIELD TRIPS IN INDUSTRIAL HYGIENE (3) Prerequisite(s): ENHS 6200 or ENHS 6720 This course introduces students to the various job functions of an industrial hygienist in the workplace and will enable them to apply knowledge learned in the classroom to actual field conditions. Visits planned range from local industrial hygiene operations on the corporate level to plant and field activities. Students will have the opportunity to observe various industrial processes such as oil refining, metal, smelting, power generation and chemical manufacturing. See Course Learning Objectives
GEHS 7110 INDUSTRIAL VENTILATION AND CHEMICAL HAZARD CONTROL (3) Prerequisite(s): ENHS 6720 This course covers the control and management of chemical hazards in the workplace and indoor environments through engineering, administrative change, and personal protective equipment. The selection, use, and limitations of respirators and protective clothing are discussed. Engineering controls covered include product substitution, process isolation, and ventilation. The fundamentals of design and operation of local exhaust and general dilution ventilation systems are covered in detail and include basic air flow, general dilution ventilation, exhaust hood design, duct design, fans, air cleaning and recirculation, system balancing, system evaluation and special ventilation systems. A laboratory session on evaluating ventilation system performance is included. See Course Learning Objectives
GEHS 7140 INDUSTRIAL HYGIENE ASPECTS OF PLANT OPERATIONS (2) Prerequisite(s): ENHS 6720 or permission of instructor This course emphasizes the recognition, evaluation, and control of potential hazards associated with plant operations. Basic equipment and process descriptions for various manufacturing operations are covered. This course is also designed to introduce students to various functions of an industrial hygienist in the workplace and will enable them to apply knowledge from the classroom to field conditions. Invited speakers from local industries, government and labor will present challenges faced by health and safety professionals. Students will have an opportunity to observe industrial hygiene processes in oil refining and chemical manufacturing and other manufacturing operations. Visits range from local industrial hygiene operations on the corporate level to plant and field activities. See Course Learning Objectives
GEHS 7210 OCCUPATIONAL HEALTH (OSHA) REGULATIONS (1) This course provides an overview of the major OSHA regulations applicable to industrial hygiene practice. After introductory lectures by the instructor, students will give an oral presentation on a specific OSHA standard. These reports will include background/introductory materials concerning the problem the standard addresses, the history of the particular standard, any prior governmental standards predating OSHA, an outline of the requirements and recommendations of the OSHA standard, any consensus standards concerning the problem such as those put forth by ANSI, and a case study or example of an existing program which implements the standard in a workplace setting. See Course Learning Objectives
GEHS 7270 PRACTICAL APPLICATIONS OF ENVIRONMENTAL HEALTH SCIENCES RESEARCH (3) Course description forthcoming.
GEHS 7400 FIELD AND LABORATORY APPLICATIONS OF ENVIRONMENTAL HEALTH PRACTICES (3) Other Prerequisite(s): ENHS 6030, ENHS 6400 This course consists of field and laboratory work dealing with the identification, assessment and isolation of environmental health problems. It is designed to provide the students an opportunity to observe and work with real-life settings of environmental health problems in the field, i.e. food establishments, jails, schools, water, sewage, etc. Students conduct environmental health exercise and make analysis of problems situations on-site. Written reports of each exercise are required. All reports will be discussed and methods of remedies for environmental health violation corrections will also be discussed. See Course Learning Objectives
GEHS 7440 ENVIRONMENTAL CANCER RISK ASSESSMENT (3) Prerequisite(s): ENHS 6600. The course covers the principles of risk assessment for environmental cancer. The basic model framework for risk assessment (hazard identification, dose response assessment, exposure analysis, and risk characterization) is used to determine and explain cancer risks of human body in response to environmental hazards carried by air, food and water. The interaction of scientific methods with focus on toxicology and regulatory requirements will be reviewed. Case studies focus on current environmental pollution issues such as exposures to vehicle exhaust, dust mixture, arsenic from smelters and petrochemical industrial emissions. Cellular and molecular toxicology and environmental epidemiology will be used as major tools for risk assessment process. Qualitative and quantitative risk assessment methods as well as cancer risk models will be incorporated into the case studies. Field trips to workplaces where suspected carcinogens are released will be organized and a scientific report is required to analyze cancer risks in selected workplaces. See Course Learning Objectives
GEHS 7450 BIOMONITORING OF ENVIRONMENAL AND OCCUPATIONAL POLLUTANTS (3) Prerequisite(s): ENHS 6600 Humans are continually exposed chemical compounds (e.g., pharmaceuticals, disinfectants, soaps and detergents, as well as the by-products of combustion and other pollutants). Chemicals are absorbed through eating, breathing, drinking, and through contact with our surroundings. Although scientists have long understood that our bodies absorb tiny amounts of chemical substances simply by interacting with our environment, today's technology allows researchers to detect and measure trace concentrations of many environmental substances in the body. The measurement of trace compounds in humans is referred to as biological monitoring, or biomonitoring. Biomonitoring usually involves the analysis of blood, urine or other body tissues/fluids. See Course Learning Objectives
GEHS 7500 AIR SAMPLING AND ANALYSIS (3) Prerequisite(s): BIOS 6030 The principles and techniques for measuring and evaluating airborne contaminants in the work and community environments are presented in lectures and practiced in laboratory sessions. Covered topics include air flow measurements, aerosol science, particulate sampling with and without size separation, optical microscopy, active and passive sampling of gases and vapors, direct reading instruments, stack sampling, atmospheric dispersion modeling, and sampling strategy and statistical data analysis. See Course Learning Objectives
GEHS 7530 ENVIRONMENTAL UNIT OPERATIONS (3) Prerequisite(s): ENHS 6520; ENHS 7020; ENHS 7030 The course is designed for environmental science and engineering application of unit processes for water and wastewater treatment. Techniques for prototype design from laboratory and pilot plant studies; wastewater characterization including toxicity screening evaluations; treatability analysis; kinetics of biological and physical chemical processes are presented. See Course Learning Objectives
GEHS 7540 ENVIRONMENTAL CHEMISTRY (3) Other Prerequisite(s): ENHS 6520 This is an upper division graduate level course which will prepare the student to apply the principles of aquatic chemistry to real problems of environmental pollution. Topics covered include equilibrium (including carbonate equilibrium) alkalinity of natural water bodies, ionic strength and activity, solubility of inorganic contaminants, speciation diagramming by hand, electrochemistry, redox diagramming and computer modeling of speciation. The class meets on Wednesday from 4:30 – 7:00 p.m. and on Monday from 4:30 p.m – 6:30 p.m. in Tidewater, Room 1204. Class on Wednesdays will consist of material presented in lecture. Class on Mondays will be question and answer sessions where the student may ask questions about specific exam problems. Example problems will be worked on the blackboard. Students are expected to attend all lecture and problem sessions. See Course Learning Objectives
GEHS 7620 HEALTH RISK ASSESSMENT (3) Principles of quantitative human health risk assessment. This course develops the qualitative and quantitative skills necessary to evaluate the probability of health effects from exposure to environmental contaminants. Basic concepts of qualitative and quantitative risk assessment are demonstrated with practical case studies. Emphasis is place on hazard identification, dose-response evaluation, exposure assessment, and risk characterization. Integration of risk assessment with risk management and communicating risks to the public are discussed. Regulatory aspects of risk assessment in the promulgation of environmental standards are presented. See Course Learning Objectives
GEHS 7750 ENVIRONMENTAL POLICY (3) This course introduces students to the concepts of public health policy with an emphasis on environmental health. The course describes the relationship among public health science, policy and practice and demonstrates the application of this relationship through a series of real cases in environmental health. The curriculum includes an analysis of the key national environmental health laws, policies, regulations and statutes in the context of public health. Through "hands-on" experience, students examine the policy implications of contemporary environmental public health problems. See Course Learning Objectives
GEHS 7850 METHODS IN TOXICOLOGICAL RESEARCH (3) Prerequisite(s): ENHS 6600; ENHS 6610; doctoral student status This course is made available for students pursuing doctoral studies in Environmental Health Sciences. A suitable environmental health problem is identified by the student after consultation with the mentor. Experimental techniques used in modern research are discussed and demonstrated and then carried out by the student. The student prepares a research report to successfully complete the course. See Course Learning Objectives
GEHS 7860 GENETIC AND MOLECULAR TOXICOLOGY (3) Prerequisite(s): ENHS 6600: ENHS 6610 Genetic and Molecular Toxicology addresses the causes and effects of alterations to the hereditary material and the elucidation of fundamental mechanisms of toxicity. The generation of spontaneous and agent-induced mutations are covered in depth in this course. The roles of cellular and genetic regulation in the induction of responses to DNA damage are explored. The merits of various experimental systems for the detection and analysis of DNA damage and mutations are examined. Effects of mutations, polymorphisms, and epigenetic factors on human disease (cancers, aging, and other chronic diseases) and health maintenance are discussed in this course. See Course Learning Objectives
GEHS 7910 ENVIRONMENTAL DISASTER RESPONSE PLANNING & IMPLEMENTATION (3) Prerequisite(s): ENHS 6600; ENHS 6030 This course addresses the planning and public/ health system infrastucture critical to address environmental health issues arising from natural and human made disasters. The effective use of the resources in the face of different types disasters is explored. See Course Learning Objectives
GEHS 7930 SPECIAL NEEDS IN DISASTER RESPONSE (3) Prerequisite(s): ENHS 6910 This course characterizes the special needs of vulnerable populations in a crises environment as well as the special needs imposed on a population at large in the evolution of a disaster. The course also how to most effectively apply available resources to maximize community and individual survival under extraordinary circumstances. See Course Learning Objectives
GEHS 7950 PSYCHOSOCIAL INTERVENTIONS IN DISASTER OR CRISIS (3) Other prerequisite(s): for public health students ENHS 6950 or instructor's permission The course covers the development and application of both brief solution-focused and crisis intervention methods within the context of biopsychosocial resolution in healthy human development and social functioning. Emphasis is placed on practical application of techniques in situations such as natural disaster, death, traumatic injury or illness, pandemics, violent crime, terrorism, suicide, chronic physical and mental conditions, and severe family dysfunction. The clinical-community approach is demonstrated through case-based learning and simulations. Prerequisites for SW students: Methods I and Methods II. See Course Learning Objectives
GEHS, 1440 Canal Street, Suite 2100, New Orleans, LA 70112, 504-988-5374 firstname.lastname@example.com


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List of British television channels
Table of contents |
2 Defunct Channels 3 Future Channels 4 BBC British-based channels |
BBC 1, BBC 2, ITV 1, Channel 4 and Five are the only channels available as terrestrial stations.
These channels are BBC ventures not available in the UK, in some cases they are similar to channels offered in the UK
Television Stations
These channels are available on digital aerial, satellite and cable systems.
Many channels have a "+1" service. This is an identical channel carrying the same programmes delayed by one hour to give viewers a second chance to catch a favourite programme. They are not included as separate channels here however.Defunct Channels
Future Channels
BBC British-based channels
See also: Lists of television channels, UK topics


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Perl Monk, Perl Meditation | |
PerlMonks |
Re: Restricted' data, a clarificationby bl0rf (Pilgrim) |
on Feb 13, 2004 at 00:41 UTC ( #328700=note: print w/ replies, xml ) | Need Help?? |
Dear jarich and pjf, I am sure that there are others with my opinion and I urge some of the more experienced monks to clearly explain the situations in which we would need restricted data...
The guy with the cheap signature. My site
In Section


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Russell E. Train Education for Nature
UPDATE: The 2015 Russell E. Train Fellowship Competition is now CLOSED.
WWF knows that investing in training and education is critical for biodiversity conservation. That's why for nearly two decades the Russell E. Train Education for Nature Program (EFN) has been providing financial support to proven and potential conservation leaders in Africa, Asia, and Latin America to gain the skills and knowledge they needed to address the conservation challenges in their home countries. EFN supports conservationists to pursue graduate studies, attend short-term training courses, and train local communities in WWF priority places.
Started in 1994 to honor the late Russell E. Train, founder, president, and chairman of the board of WWF, EFN upholds Mr. Train's vision of putting ownership of natural resources in local hands in the work it does every day. Click here to learn more about Mr. Train.
Learn more about EFN by reading our newsletter.
EFN has invested $14+ million, supported more than 1,700 individuals & organizations around the world and counts among its many outstanding grantees, Laos's first primatologist, Gabon's only female national park warden & Peru's leading orchid expert.
Fellowships and Grants
EFN Grantee and Conservationist Walks for Elephants in Kenya
EFN grantee Jim Nyamu is working to raise awareness of threats to elephants by walking more than 650 miles from Massai Mara to Nairobi on a campaign called Ivory Belongs to Elephants.
Why It Matters
What WWF Is Doing
EFN is building the next generation of conservation leaders committed to protecting the world's most biologically diverse places. EFN supports conservation leaders to pursue graduate studies, attend short-term training courses, and build institutional capacity to train local communities in WWF priority places. EFN is one of the largest conservation fellowship programs and provides significant support to participants to attend the world's top conservation training courses on important topics such as climate change, conservation finance, protected area management, and REDD.
Proven Results
- In a field largely dominated by men, more than 40 percent of EFN's grantees are women.
- More than 90 percent of Russell E. Train Fellows return home upon completion of their degree.
- Over 99 percent of grantees are currently working in conservation.
- While supported by EFN, grantees have discovered dozens of new species including birds, frogs, plants, fish and others.
- EFN grantees supervise and train more than ten thousand individuals and manage over $20 million each year.
The Impact
EFN has supported over 1,200 local conservationists to pursue graduate degrees and short-term training, and more than 400 local organizations to conduct workshops that have collectively trained more than 20,000 people, including park guards, fishers and farmers, indigenous communities, teachers, and students.
Expanding EFN's Success
As EFN moves forward, it is increasing its investment in women, indigenous people and other underserved groups. To honor Mr. Train's life, we have set a bold new goal of doubling the number of grantees funded per year. Through EFN, WWF is building the future of conservation one person at a time.
The EFN Legacy
On September 17, 2012, EFN lost its mentor and namesake, Russell E. Train. Throughout his life, Mr. Train was an ardent believer in the need to build local capacity for biodiversity conservation and natural resource management. In 1994, WWF established EFN in recognition of his commitment to capacity building for conservation. Through EFN, WWF honors Mr. Train's legacy by investing in education and training of conservation leaders around the world.
How You Can Help
Memorial contributions may be made to the Russell E. Train Education for Nature Program.
I believe the most important thing we can do for conservation worldwide is to invest in the training of men and women to manage their own natural resources.
Russell E. Train Former Founder and Chairman Emeritus of World Wildlife Fund
Reforestation Grants
Mr. Russell E. Train and Education for Nature (EFN)
Remembering Mr. Russell E. Train, founder, past president, and past chairman emeritus passed away on September 17, 2012 at the age of 92.


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Ybryn Surname Ancestry Results
Our indexes 1000-1999 include entries for the spelling 'ybryn'. In the period you have requested, we have the following 1 record (displaying 1 to 1): Try these... ybergary ybergyn ybernia yberrynd ybetofton' ybeuachallay ybigoneayn ybinaga ybinago yborole yborra ybot ybotdoghter ybotoun ybotson ybrangale ybrayn ybrien ybrogay ybry ybson ycamacayn ycamayn ycassan ycatham yccall yceallayg ycellayd ycellaydh ycenai ycernayd ycford ychachayn ychahan ychanynyn ychayll ychebourne ychen ychenard ychewyk These sample scans are from the original record. You will get scans of the full pages or articles where the surname you searched for has been found. Your web browser may prevent the sample windows from opening; in this case please change your browser settings to allow pop-up windows from this site. Want to be alerted about new results for this search? Subscribe to this web feed Research your ancestry, family history, genealogy and one-name study by direct access to original records and archives indexed by surname. |